Efilti, E., & Coklar, A. N. (2016). The analysis of the relationship between epistemological beliefs and TPACK education competence among pre-service teachers. Journal of Human Sciences, 13(2), 2960-2971. http://doi.org/10.14687/jhs.v13i2.3593 Abstract: “The purpose of the present research is defining TPACK education competence and epistemological beliefs of pre-service teachers, and presenting the relationship…
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Di Blas, N. (2016). Distributed TPACK: What kind of teachers does it work for? Journal of e-Learning and Knowledge Society, 12(3), 65-74. https://doi.org/10.20368/1971-8829/1156 Abstract: “Technology at school can be either integrated as an everyday support to normal, curricular activities or as a trigger for special projects. Drawing on the distributed cognition…
Comments closedChien, C.-W. (2016). Investigating Taiwanese EFL digital natives’ TPCK in teaching English to digital immigrants. International Journal of Technology Enhanced Learning, 8(2). doi:10.1504/IJTEL.2016.078082 Abstract: “This study investigates 23 Taiwanese EFL digital natives’ technological paedagogical content knowledge (TPCK) in teaching English to 23 digital immigrants in a Multimedia in English Instruction class…
Comments closedBauer, W. I., & Dammers, R. J. (2016). Technology in music teacher education: A national survey. Research Perspectives in Music Education, 18(1), 2-15. Abstract retrieved from http://www.ingentaconnect.com/contentone/fmea/rpme/2016/00000018/00000001/art00001 Abstract: “The purpose of this study was to examine how collegiate music teacher education programs prepare preservice teachers to utilize digital technology with K-12 music students.…
Comments closedAygün, B., Uzun, N., & Atasoy, E. (2016). An examination of teacher candidates level of proficiency in technopedagogical education. Turkish Journal of Computer and Mathematics Education, 7(2), 393-416. doi:10.16949/turcomat.37361 Abstract: “The purpose of this study is to investigate preservice elementary mathematics teachers` techno pedagogical knowledge competencies and performance indicators defining these…
Comments closedZhou, G., Xu, J., & Martinovic, D. (2016). Developing pre-service teachers’ capacity in teaching science with technology through microteaching lesson study approach. Eurasia Journal of Mathematics, Science and Technology Education, 13(1), 85-103. doi:10.12973/eurasia.2017.00605a Abstract: “In order to effectively use technology in teaching, teacher candidates need to develop technology related pedagogical content…
Comments closedYeh, Y.-F., Hsu, Y.-S., Wu, H.-K., & Chien, S.-P. (2016). Exploring the structure of TPACK with video-embedded and discipline-focused assessments. Computers & Education, 104, 49-64. https://doi.org/10.1016/j.compedu.2016.10.006 Abstract: “The appropriate selection and implementation of technology in instruction is made possible by teachers’ Technological Pedagogical Content Knowledge (TPACK). The TPACK that inservice teachers…
Comments closedWeiss, M. P., Evmenova, A. S., Kennedy, M. J., & Duke, J. M. (2016). Creating content acquisition podcasts (CAPs) for vocabulary: The intersection of content, pedagogy, and technology. Journal of Special Education Technology, 31(4), 228–235. https://doi.org/10.1177/0162643416673916 Abstract: “Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the…
Comments closedTarling, I., & Ng’Ambi, D. (2016). Teachers pedagogical change framework: A diagnostic tool for changing teachers’ uses of emerging technologies. British Journal of Educational Technology, 47(3), 554-572. doi:10.1111/bjet.12454 Abstract: “One of the challenges facing education systems in general and the South African education system in particular is how to understand ways…
Comments closedTafli, T., & Atici, T. (2016). The opinions of pre-service biology teachers’ about the context of teachers’ skills in technological pedagogical content knowledge. European Journal of Education Studies, 2(9), 21-36. doi:10.5281/zenodo.165861 Abstract: “In recent years, the concept of Technological Pedagogical Content Knowledge has emerged as a result of changes taking place…
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